Dynamics of school segregation in a French deprived administrative division: how to design allocation systems in a gentrifying context?

Authors: Leïla Frouillou*, Paris Nanterre
Topics: Social Geography, Urban Geography, Urban and Regional Planning
Keywords: segregation, school, Paris urban region, public policies
Session Type: Paper
Day: 4/10/2018
Start / End Time: 2:40 PM / 4:20 PM
Room: Gallier B, Sheraton, 4th Floor
Presentation File: No File Uploaded

This communication relies on a post-doctoral research on school segregation for children from 11 to 15 years old in Seine-Saint-Denis, a French “département” located in the inner suburb of Paris. Seine-Saint-Denis is a deprived area with few neighborhoods in gentrification. The census data from 1990 to 2013 shows that gentrification has spread towards the north of Paris. How do these residential dynamics affect school segregation? Even if school segregation is less important in Seine-Saint-Denis than in Paris, the school data underlines high inequalities between institutions. A typology (ascendant classification) of schools superimposed on a typology of neighborhoods (data census) reveals similar patterns of segregation. However, it is not without exceptions, notably in some spaces marked by social discontinuities, in Montreuil for example: there, private schools have a privileged public even if they are located in deprived neighborhoods. Both census and school data can be analyzed to understand dynamics over the last ten years. Quite surprisingly, gentrification dynamics do not result in an accentuation of school segregation (stability of segregation indices since 2004). It could be explained on one hand by the interval between the arrival of executives and the entrance of their children in middle schools. On the other hand, data reveals very contrasted trajectories of institutions that don’t affect the overall segregation at the scale of the department. Finally, our communication will discuss the role of the allocation system, relying on an observation in Montreuil thusly interrogating the political dimension of the articulation between school and residential segregation.

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